The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT. Wednesday, June 16, :15 to 4:15 p.m.

Transcription

1 LIVING ENVIRONMENT The University of the State of New York REGENTS HIGH SCHOOL EAMINATION LIVING ENVIRONMENT Wednesday, June 16, :15 to 4:15 p.m., only Student Name School Name Notice... Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part A and Part B 1. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. You are to answer all questions in all parts of this examination. Write your answers to the Part A and Part B 1 multiple-choice questions on the separate answer sheet. Write your answers for the questions in Parts B 2, C, and D directly in this examination booklet. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. You may use scrap paper to work out the answers to the questions, but be sure to record all your answers on the answer sheet and in this examination booklet. When you have completed the examination, you must sign the statement printed on your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. A four-function or scientific calculator must be made available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. LIVING ENVIRONMENT

2 Part A Answer all questions in this part. [30] Directions (1 30): For each statement or question, write on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 1 Why is a mushroom considered a heterotroph? (1) It manufactures its own food. (2) It divides by mitosis. (3) It transforms light energy into chemical energy. (4) It obtains nutrients from its environment. 2 Three days after an organism eats some meat, many of the organic molecules originally contained in the meat would be found in newly formed molecules of (1) glucose (3) starch (2) protein (4) oxygen 3 Which body system is correctly paired with its function? (1) excretory produces antibodies to fight disease-causing organisms (2) digestive produces hormones for storage and insulation (3) circulatory transports materials for energy release in body cells (4) respiratory collects waste material for digestion 4 Which statement best explains why some cells in the reproductive system only respond to certain hormones? (1) These cells have different DNA than the cells in other body systems. (2) These cells have specific types of receptors on their membranes. (3) Reproductive system cells could be harmed if they made contact with hormones from other body systems. (4) Cells associated with the female reproductive system only respond to the hormone testosterone. 5 In the cell shown below, which lettered structure is responsible for the excretion of most cellular wastes? (A) (B) (C) (D) (1) A (3) C (2) B (4) D 6 What is the main function of a vacuole in a cell? (1) storage (2) coordination (3) synthesis of molecules (4) release of energy 7 If 15% of a DNA sample is made up of thymine, T, what percentage of the sample is made up of cytosine, C? (1) 15% (3) 70% (2) 35% (4) 85% 8 Global warming has been linked to a decrease in the (1) size of the polar ice caps (2) temperature of Earth (3) rate of species extinction (4) rate of carbon dioxide production Living Environment June 10 [2]

3 9 Several structures are labeled in the diagram of a puppy shown below. 12 The diagram below represents a technique used in some molecular biology laboratories. Skin Eye Portion of human DNA + Cut bacterial DNA Inserted into bacterial cell Leg muscles Every cell in each of these structures contains (1) equal amounts of ATP (2) identical genetic information (3) proteins that are all identical (4) organelles for the synthesis of glucose 10 A characteristic that an organism exhibits during its lifetime will only affect the evolution of its species if the characteristic (1) results from isolation of the organism from the rest of the population (2) is due to a genetic code that is present in the gametes of the organism (3) decreases the number of genes in the body cells of the organism (4) causes a change in the environment surrounding the organism 11 Agriculturists have developed some varieties of vegetables from common wild mustard plants, which reproduce sexually. Which statement best explains the development of these different varieties of vegetables? (1) Different varieties can develop from a single species as a result of the recombination of genetic information. (2) Different species can develop from a single species as a result of the effect of similar environmental conditions. (3) Mutations will occur in the genes of a species only if the environment changes. (4) Variations in a species will increase when the rate of mitosis is decreased. This technique is a type of (1) chromatography (2) gel electrophoresis (3) direct harvesting (4) genetic engineering 13 A species of bird known as Bird of Paradise has been observed in the jungles of New Guinea. The males shake their bodies and sometimes hang upside down to show off their bright colors and long feathers to attract females. Females usually mate with the flashiest males. These observations can be used to support the concept that (1) unusual courtship behaviors lead to extinction (2) some organisms are better adapted for asexual reproduction (3) homeostasis in an organism is influenced by physical characteristics (4) behaviors that lead to reproductive success have evolved Living Environment June 10 [3] [OVER]

4 14 Which statement concerning the evolution of species A, B, C, D, and E is supported by the diagram below? Present Time Past (1) Species B and C can be found in today s environments. (2) Species A and D evolved from E. (3) Species A and C can still interbreed. (4) Species A, B, and E all evolved from a common ancestor and all are successful today. 15 The diagram below represents a process that occurs during human reproduction. + A B C E D 16 Even though identical twins have the same genetic material, they may develop slightly different characteristics because (1) each twin receives different chromosomes from the egg (2) one twin may only have genes from the father (3) gene expression may be influenced by factors that switch genes on and off (4) a gene mutation may have occurred before the zygote divided 17 What normally happens immediately after fertilization in sexual reproduction? (1) specialization of cells to form a fetus from an egg (2) production of daughter cells having twice the number of chromosomes as the parent cell (3) production of daughter cells having half the number of chromosomes as the parent cell (4) division of cells resulting in the development of an embryo from a zygote 18 The human female reproductive system is rep resented in the diagram below. 4 (Not drawn to scale) The process represented by the arrow will ensure that the (1) zygote contains a complete set of genetic information (2) gametes contain a complete set of genetic information (3) zygote contains half of the genetic information (4) gametes contain half of the genetic information 5 Production of gametes and support of the fetus normally occur in structures (1) 1 and 2 (3) 3 and 5 (2) 2 and 4 (4) 4 and Living Environment June 10 [4]

5 19 Essential materials needed for development are transported to a human fetus through the (1) reproductive hormones (2) egg cell (3) placenta (4) ovaries 20 The failure to regulate the ph of the blood can affect the activity of (1) enzymes that clot blood (2) red blood cells that make antibodies (3) chlorophyll that carries oxygen in the blood (4) DNA that controls starch digestion in the blood 21 Young birds that have been raised in isolation from members of their species build nests characteristic of their species. This suggests that the nest-building behavior is (1) genetically inherited from parents (2) learned by watching members of their species (3) a disadvantage to the survival of the species (4) a direct result of the type of food the bird eats 24 A manatee is a water-dwelling herbivore on the list of endangered species. If manatees were to become extinct, what would be the most likely result in the areas where they had lived? (1) The biodiversity of these areas would not be affected. (2) Certain producer organisms would become more abundant in these areas. (3) Other manatees would move into these areas and restore the population. (4) Predators in these areas would occupy higher levels on the energy pyramid. 25 A serious threat to biodiversity is (1) habitat destruction (2) maintenance of food chains (3) competition within a species (4) a stable population size 26 Which action will result in the greatest decrease in rain forest stability? (1) removing one species of plant for medicine (2) harvesting nuts from some trees (3) cutting down all the trees for lumber (4) powering all homes with wind energy 22 Some people with spinal cord injuries do not sweat below the area of the injury. Without the ability to sweat, the human body temperature begins to rise. Which statement would best describe this situation? (1) Feedback mechanisms regulate blood sugar levels. (2) Gene mutations are increased. (3) Energy from ATP is not available. (4) Dynamic equilibrium is disrupted. 23 Decomposers are necessary in an ecosystem because they (1) produce food for plants by the process of photosynthesis (2) provide energy for plants by the process of decay (3) can rapidly reproduce and evolve (4) make inorganic materials available to plants 27 One way that humans could have a positive impact on local environments is to (1) generate waste products as a result of technological advances (2) use resources that are renewable (3) increase planting large areas of one crop (4) increase the use of pesticides 28 Which statement provides evidence that evolution is still occurring at the present time? (1) The extinction rate of species has decreased in the last 50 years. (2) Many bird species and some butterfly species make annual migrations. (3) New varieties of plant species appear more frequently in regions undergoing climatic change. (4) Through cloning, the genetic makeup of organisms can be predicted. Living Environment June 10 [5] [OVER]

6 29 The diagram below represents the various stages of ecological succession in New York State. A. Grass stage B. Shrub stage C. Pine forest stage D. Hardwood forest stage Bare field If the ecosystem is not altered, which stage would be the most stable? (1) grass (3) pine forest (2) shrub (4) hardwood forest 30 Because of an attractive tax rebate, a homeowner decides to replace an oil furnace heating system with expensive solar panels. The trade-offs involved in making this decision include (1) high cost of solar panels, reduced fuel costs, and lower taxes (2) low cost of solar panels, increased fuel costs, and higher taxes (3) increased use of fuel, more stable ecosystems, and less availability of solar radiation (4) more air pollution, increased use of solar energy, and greater production of oil Living Environment June 10 [6]

7 Part B 1 Answer all questions in this part. [13] Directions (31 43): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 31 A clear plastic ruler is placed across the middle of the field of view of a compound light microscope. A row of cells can be seen under low-power magnification (100 ). Plastic ruler 1 mm 1 mm = 1000 μm What is the average length of a single cell in micrometers (μm)? (1) 10 μm (3) 200 μm (2) 100 μm (4) 2000 μm 32 The graph below represents the populations of two different species in an ecosystem over a period of several years. Population Changes in an Ecosystem Number of Individuals Species A Species B Time (years) Which statement is a possible explanation for the changes shown? (1) Species A is better adapted to this environment. (2) Species A is a predator of species B. (3) Species B is better adapted to this environment. (4) Species B is a parasite that has benefited species A. Living Environment June 10 [7] [OVER]

8 33 A mineral supplement designed to prevent the flu was given to two groups of people during a scientific study. Dosages of the supplement were measured in milligrams per day, as shown in the table below. Supplement Dosages Group Dosage (mg/day) A 100 B 200 After 10 weeks, neither group reported a case of the flu. Which procedure would have made the outcome of this study more valid? (1) test only one group with 200 mg of the supplement (2) test the supplement on both groups for 5 weeks instead of 10 weeks (3) test a third group that receives 150 mg of the supplement (4) test a third group that does not receive the supplement 34 The diagram below shows a normal gene sequence and three mutated sequences of a segment of DNA. Normal sequence CATTAGAAC Mutation A CTTAGAAC Mutation B Mutation C CATGTAGAAC GATTAGAAC Which row in the chart below correctly identifies the cause of each type of mutation? Row Mutation A Mutation B Mutation C (1) deletion substitution insertion (2) insertion substitution deletion (3) insertion deletion substitution (4) deletion insertion substitution Living Environment June 10 [8]

9 Base your answers to questions 35 and 36 on the energy pyramid below and on your knowledge of biology. 38 The diagram below shows molecules represented by both outside and inside of a cell. A B C D 35 Which level includes organisms that receive their energy from level B? (1) A (3) C (2) B (4) D 36 Which level includes organisms that get their energy exclusively from a source other than the organisms in this ecosystem? (1) A (3) C (2) B (4) D A process that would result in the movement of these molecules out of the cell requires the use of (1) DNA (3) antigens (2) ATP (4) antibodies 39 Which statement most accurately predicts what would happen in the aquarium shown below if it were tightly covered and maintained in natural light for one month? 37 The chart below compares the size of three structures: a gene, a nucleus, and a chromosome. Size smallest in size greatest in size Structure A B C Microorganisms Based on this information, structure A would most likely be a (1) chromosome that is part of structure C (2) chromosome that contains structures B and C (3) nucleus that contains both structure B and structure A (4) gene that is part of structure B (1) The water temperature would rapidly decrease. (2) The process of respiration in the snail would decrease. (3) The rate of reproduction of the fish would be affected. (4) The organisms would probably survive because materials would cycle. Living Environment June 10 [9] [OVER]

10 40 The data table below shows an effect of secondhand smoke on the birth weight of babies born to husbands and wives living together during pregnancy. Effect of Secondhand Smoke on Birth Weight Wife: Nonsmoker Husband: Nonsmoker Wife: Nonsmoker Husband: Smoker Number of Couples Average Weight of Baby at Birth 3.2 kg 2.9 kg Based on these data, a reasonable conclusion that can be drawn about secondhand smoke during pregnancy is that secondhand smoke (1) is unable to pass from the mother to the fetus (3) causes mutations in cells of the ovaries (2) slows the growth of the fetus (4) blocks the receptors on antibody cells 41 A limiting factor unique to a field planted with corn year after year is most likely (1) temperature (3) water (2) sunlight (4) soil nutrients Base your answers to questions 42 and 43 on the information below and on your knowledge of biology. After the Aswan High Dam was built on the Nile River, the rate of parasitic blood-fluke infection doubled in the human population near the dam. As a result of building the dam, the flow of the Nile changed. This changed the habitat, which resulted in an increase in its population of a certain aquatic snail. The snails, which were infected, released larvae of the fluke. These larvae then infected humans. 42 This situation best illustrates that (1) the influence of humans on a natural system is always negative in the long term (2) the influence of humans on a natural system can have unpredictable negative impacts (3) human alteration of an ecosystem does not need to be studied to avoid ecological disaster (4) human alteration of an ecosystem will cause pollution and loss of finite resources 43 The role of the snail may be described as a (1) host (3) producer (2) parasite (4) decomposer Living Environment June 10 [10]

11 Part B 2 Answer all questions in this part. [12] Directions (44 55): For those questions that are followed by four choices, circle the number preceding the choice that, of those given, best completes the statement or answers the question. For all other questions in this part, follow the directions given in the question and record your answers in the spaces provided. 44 The table below shows the abundance of some greenhouse gases in the atmosphere. Abundance of Some Atmospheric Greenhouse Gases For Teacher Use Only Greenhouse Gases Abundance (%) carbon dioxide (CO 2 ) methane (CH 4 ) nitrous oxide (N 2 O) other gases (CFCs, etc.) Total Identify the most abundant greenhouse gas and state one human activity that is a source of this gas. [1] Greenhouse gas: The United States government does not allow travelers from foreign countries to bring plants, fruits, vegetables, animals, or other living organisms into this country. State one biological reason for keeping these out of the United States. [1] 45 Living Environment June 10 [11] [OVER]

12 Base your answers to questions 46 through 49 on the information and data table below and on your knowledge of biology. For Teacher Use Only Birds colliding with aircraft either on the ground or in the air create problems for the Air Force. An organization known as BASH (Bird Aircraft Strike Hazard) studied the impact of birds colliding with aircraft. In 2001, there were 3854 bird collisions reported at a total cost to the Air Force of over 31 million dollars in damage approximately eight thousand dollars per collision. August, September, and October were the busiest months with 1442 collisions. Nearly 50% of all these collisions occurred in the airfield environment, an environment that can most easily be controlled. The top five species of birds involved in these collisions are listed in the data table below. Top Five Bird Species Involved in Collisions in 2001 Type of Bird Number of Collisions American mourning dove (species A) 123 horned lark (species B) 100 barn swallow (species C) 83 American cliff swallow (species D) 55 American robin (species E) 55 Source of data: Bird Aircraft Strike Hazard by Matt Granger, Living Environment June 10 [12]

13 Directions (46 47): Using the information in the data table, construct a bar graph on the grid, following the directions below. For Teacher Use Only 46 Mark an appropriate scale on the axis labeled Number of Collisions. [1] 47 Construct vertical bars to represent the data. Shade in each bar. [1] Top Five Bird Species Involved in Collisions in 2001 Number of Collisions 46 A B C D E Bird Species Is the problem with birds and aircraft limited to birds living on or near airport grounds? Support your answer using information from the passage. [1] State one possible reason that the greatest number of bird collisions occurs during August, September, and October. [1] 49 Living Environment June 10 [13] [OVER]

14 Base your answers to questions 50 through 53 on the information below and on your knowledge of biology. The Control of Transpiration Plants normally lose water from openings (stomates) in their leaves. The water loss typically occurs during daylight hours when plants are exposed to the Sun. This water loss, known as transpiration, is both beneficial and harmful to plants. Scientists believe wind and high temperatures increase the rate of transpiration, but the size of each stomate opening can be regulated. Reducing the size of the openings during drought conditions may help reduce the dehydration and wilting that would otherwise occur. A leaf may lose more than its own weight in water each day. Transpiration also lowers the internal temperature of the leaf as water evaporates. On hot days, temperatures in the leaves may be from 3 to 15 C cooler than the outside air. With stomates open, vital gases may be exchanged between the leaf tissues and the outside environment. Researchers have also found many plants that use another response when leaf temperatures rise. Special molecules known as heat shock proteins are produced by plant cells and help to hold enzymes in their functional shapes. For Teacher Use Only 50 State one way transpiration is beneficial to plants. [1] Identify two of the vital gases that are exchanged between leaf tissues and the outside environment. [1] and Identify the specific leaf structures that regulate the opening and closing of stomates. [1] Explain why it is important for plants to hold enzymes in their functional shapes. [1] 53 Living Environment June 10 [14]

15 54 The graph below shows the growth of a population of coyotes in a wilderness area. Coyote Population Number of Coyotes For Teacher Use Only Time State one possible cause for the population decrease at. [1] The information in the chart below represents the sex chromosome arrangement in humans and birds. Sex chromosomes contain genes involved in sex determination. Sex Chromosomes in Animals Animal Female Male humans Y birds ZW ZZ In humans, it is the male gamete that is responsible for determining the sex of the offspring. Identify which type of gamete determines the sex of the offspring in birds. Support your answer. [1] Type of Gamete: 55 Living Environment June 10 [15] [OVER]

16 Part C Answer all questions in this part. [17] Directions (56 64): Record your answers in the spaces provided in this examination booklet. Base your answer to question 56 on the information below and on your knowledge of biology. For Teacher Use Only Help for Aging Memories As aging occurs, the ability to form memories begins to decrease. Research has shown that an increase in the production of a certain molecule, BDNF, seems to restore the processes involved in storing memories. BDNF is found in the central nervous system and seems to be important in maintaining nerve cell health. Researchers are testing a new drug that seems to increase the production of BDNF. 56 Design an experiment to test the effectiveness of the new drug to increase the production of BDNF in the brains of rats. In your answer, be sure to: state the hypothesis your experiment will test [1] describe how the control group will be treated differently from the experimental group [1] identify two factors that must be kept the same in both the experimental and control groups [1] identify the dependent variable in your experiment [1] 56 Living Environment June 10 [16]

17 Base your answers to questions 57 through 59 on the information below and on your knowledge of biology. For Teacher Use Only Rabbits eat plants and in turn are eaten by predators such as foxes and wolves. A population of rabbits is found in which a few have a genetic trait that gives them much better than average leg strength. 57 Predict how the frequency of the trait for above average leg strength would be expected to change in the population over time. Explain your prediction. [1] State what is likely to happen to the rabbits in the population that do not have the trait for above average leg strength. [1] It was later discovered that the rabbits born with the trait for above average leg strength also inherited the trait for poor eyesight. Taking into account this new information, explain how your predictions would change. Support your answer. [1] 59 Living Environment June 10 [17] [OVER]

18 Base your answer to question 60 on the information below and on your knowledge of biology. For Teacher Use Only Bacterial resistance to antibiotic treatment is becoming an increasing problem for the medical community. It is estimated that 70% of bacteria that cause infections in hospitals are resistant to at least one of the drugs used for treatment. Dangerous strains of tuberculosis (TB) have emerged that are resistant to several major antibiotic drugs. While drug-resistant TB is generally treatable, it requires much longer treatments with several antibiotics that are very expensive. 60 Explain the loss of effectiveness of antibiotic drugs. In your explanation, be sure to: identify the genetic event that resulted in the original antibiotic resistance in some strains of bacteria [1] explain how the overuse of antibiotics can increase bacterial resistance [1] 60 Base your answers to questions 61 and 62 on the information below and on your knowledge of biology. The average life expectancy of humans in the United States increased from 63.3 years in 1943 to 77.6 years in This, combined with other factors, has led to an increase in population. 61 State one factor that contributed to the increase in life expectancy in the United States. [1] State one way the increase in population affects other species. [1] 62 Living Environment June 10 [18]

19 63 The diagram below represents a cell found in some complex organisms. The enlarged section represents an organelle, labeled, found in this cell. For Teacher Use Only Describe the function of organelle and explain how it is important to the survival of the cell. In your answer, be sure to: identify organelle [1] state the process that this organelle performs [1] identify the two raw materials that are needed for this process to occur [1] identify one molecule produced by this organelle and explain why it is important to the organism [2] 63 Living Environment June 10 [19] [OVER]

20 Base your answer to question 64 on the passage below and on your knowledge of biology. The Arctic National Wildlife Refuge For Teacher Use Only The Arctic National Wildlife Refuge (ANWR) in Alaska is the last great wilderness in America. Many migratory animals stop there to feed and rest. This region also supports an abundance of wildlife, including various types of vegetation, herbivores such as musk oxen and reindeer, and carnivores such as polar bears and wolves. 64 Wolves often hunt reindeer for food. State the effect on the size of the wolf population if the amount of vegetation were to drop suddenly. Support your answer. [1] 64 Living Environment June 10 [20]

21 Part D Answer all questions in this part. [13] Directions (65 77): For those questions that are followed by four choices, circle the number of the choice that, of those given, best completes the statement or answers the question. For all other questions in this part, follow the directions given in the question and record your answers in the spaces provided. 65 The amino acid sequences of three species shown below were determined in an investigation of evolutionary relationships. For Teacher Use Only Species A: Val His Leu Ser Pro Val Glu Species B: Val His Leu Cys Pro Val Glu Species C: Val His Thr Ser Pro Glu Glu Based on these data, which two species are most closely related? Support your answer. [1] A student carried out a lab activity where she was asked to squeeze a clothespin as many times as she could in one minute and record that number. She immediately tried the same activity again, thinking she could do better the second time, but the number was lower. She immediately tried again, but the number was lower still. State one reason why she continued to get lower numbers, even though she tried to increase the number of squeezes several times. [1] A laboratory setup using an artificial cell made from dialysis tubing is shown in the diagram below. Distilled water Dialysis tubing 10% glucose solution Identify the process that would most likely be responsible for the movement of glucose from inside the artificial cell to the solution outside of the cell. [1] Living Environment June 10 [21] [OVER] 67

22 Base your answers to questions 68 through 71 on the information below and on your knowledge of biology. For Teacher Use Only Scientists attempted to determine the evolutionary relationships between three different plant species, A, B, and C. In order to do this, they examined the stems and DNA of these species. Diagram 1 represents a microscopic view of the cross sections of the stems of these three species. DNA was extracted from all three species and analyzed using gel electrophoresis. The results are shown in diagram 2. Based on the data they collected, they drew diagram 3 to represent the possible evolutionary relationships. Diagram 1 Species A Species B Species C Diagram 2 DNA from species A DNA from species B DNA from species C Diagram 3 Possible Evolutionary Relationships Between Species A, B, and C A B C Living Environment June 10 [22]

23 68 State why the evolutionary relationships shown in diagram 3 are not supported by the data provided by the stem cross sections in diagram 1. [1] For Teacher Use Only Explain how the DNA banding pattern in diagram 2 supports the evolutionary relationships between the species shown in diagram 3. [1] This technique used to analyze DNA involves the (1) synthesis of new DNA strands from subunits (2) separation of DNA fragments on the basis of size (3) production of genetically engineered DNA molecules (4) removal of defective genes from DNA Explain why information obtained through DNA analysis is a more reliable indicator of evolutionary relationships than observations of stem cross sections with a microscope. [1] 71 Living Environment June 10 [23] [OVER]

24 Base your answers to questions 72 through 74 on the information below and on your knowledge of biology. For Teacher Use Only A wet-mount slide of red onion cells is studied using a compound light microscope. A drawing of one of the cells as seen under high power is shown below. Coverslip Slide Red onion cells wet-mount slide Drawn under high power Microscope field of view 72 On the diagram below, label the location of each of the cell structures listed. [1] cell wall cytoplasm cell membrane Microscope field of view Describe the proper way to add a saltwater solution to the cells without removing the coverslip. [1] 73 Living Environment June 10 [24]

25 74 In the space below, sketch how the cell would look after the saltwater solution is added to it. [1] For Teacher Use Only Microscope field of view A student added an enzyme to a test tube containing a sample of DNA. After a period of time, analysis of the DNA sample indicated it was now broken into three segments. The purpose of the enzyme was most likely to (1) cut the DNA at a specific location (2) move the DNA to a different organism (3) copy the DNA for protein synthesis (4) alter the DNA sequence in the segment 75 Living Environment June 10 [25] [OVER]

26 Base your answers to questions 76 and 77 on the diagram below and on your knowledge of biology. The diagram shows the heads of four different species of Galapagos Islands finches. For Teacher Use Only A C B D Source: 76 The four different types of beaks shown are most likely the result of (1) gene manipulation (2) natural selection (3) unchanging environmental conditions (4) patterns of behavior learned from parents Scientists observed that when two closely related species of predatory birds live in different areas, they seek prey early in the morning. However, when their territories overlap, one species hunts at night and the other hunts in the morning. When these two species live in the same area, they apparently modify their (1) habitat (2) niche (3) ecosystem (4) biodiversity 77 Living Environment June 10 [26]

27 Tear Here The University of the State of New York REGENTS HIGH SCHOOL EAMINATION LIVING ENVIRONMENT Wednesday, June 16, :15 to 4:15 p.m., only ANSWER SHEET Female Student Sex: Male Teacher School Grade Maximum Student s Part Score Score A 30 B 1 13 B 2 12 C 17 D 13 Total Raw Score (maximum Raw Score: 85) Final Score (from conversion chart) Raters Initials Rater Rater Record your answers to Part A and Part B 1 on this answer sheet. Part A Part B Part B 1 Score Part A Score Tear Here The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature

28 LIVING ENVIRONMENT Tear Here Printed on Recycled Paper Tear Here LIVING ENVIRONMENT

29 LE FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EAMINATION LIVING ENVIRONMENT Wednesday, June 16, :15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Directions to the Teacher: Refer to the directions on page 2 before rating student papers. Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. Part A and Part B 1 Allow 1 credit for each correct response. Part A Part B

30 LIVING ENVIRONMENT continued Follow the procedures below for scoring student answer papers for the Regents Examination in Living Environment. Additional information about scoring is provided in the publication Information Booklet for Scoring Regents Examinations in the Sciences. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Allow 1 credit for each correct response for multiple-choice questions. On the detachable answer sheet for Part A and Part B 1, indicate by means of a check mark each incorrect or omitted answer to multiple-choice questions. In the box provided in the upper right corner of the answer sheet, record the number of questions the student answered correctly for each of these parts. At least two science teachers must participate in the scoring of the Part B 2, Part C, and Part D open-ended questions on a student s paper. Each of these teachers should be responsible for scoring a selected number of the open-ended questions on each answer paper. No one teacher is to score all the open-ended questions on a student s answer paper. Students responses must be scored strictly according to the Scoring Key and Rating Guide. For open-ended questions, credit may be allowed for responses other than those given in the rating guide if the response is a scientifically accurate answer to the question and demonstrates adequate knowledge as indicated by the examples in the rating guide. In the student s examination booklet, record the number of credits earned for each answer in the box printed to the right of the answer lines or spaces for that question. On the front of the student s detachable answer sheet, raters must enter their initials on the lines next to Rater 1 or Rater 2. Fractional credit is not allowed. Only whole-number credit may be given for a response. If the student gives more than one answer to a question, only the first answer should be rated. Units need not be given when the wording of the questions allows such omissions. Raters should enter the scores earned for Part A, Part B 1, Part B 2, Part C, and Part D on the appropriate lines in the box printed on the answer sheet and should add these five scores and enter the total in the box labeled Total Raw Score. Then the student s raw score should be converted to a scaled score by using the conversion chart that will be posted on the Department s web site on Wednesday, June 16, The student s scaled score should be entered in the box labeled Final Score on the student s answer sheet. The scaled score is the student s final examination score. All student answer papers that receive a scaled score of 60 through 64 must be scored a second time. For the second scoring, a different committee of teachers may score the student s paper or the original committee may score the paper, except that no teacher may score the same open-ended questions that he/she scored in the first rating of the paper. The school principal is responsible for assuring that the student s final examination score is based on a fair, accurate, and reliable scoring of the student s answer paper. Because scaled scores corresponding to raw scores in the conversion chart may change from one examination to another, it is crucial that for each administration, the conversion chart provided for that administration be used to determine the student s final score. [2]

31 LIVING ENVIRONMENT continued Part B 2 44 [1] Allow 1 credit for identifying CO 2 or carbon dioxide and stating one human activity that is a source of this gas. Acceptable responses include, but are not limited to: driving cars respiration burning fossil fuels deforestation 45 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Organisms may contain parasites or diseases, which could spread to organisms in our country. The imported organisms may compete better than domestic species. Some introduced species may compete with native species for food and habitat. no natural predators [3] [OVER]

32 LIVING ENVIRONMENT continued 46 [1] Allow 1 credit for marking an appropriate scale on the axis labeled Number of Collisions. 47 [1] Allow 1 credit for constructing vertical bars to represent the data. Example of a 2-credit graph for questions 46 and 47: 140 Top Five Bird Species Involved in Collisions in Number of Collisions A B C D E Bird Species Note: Allow credit if the correct data are clearly represented, even if the bars are not shaded. Make no assumptions about the origin unless it is labeled. 48 [1] Allow 1 credit for No and supporting the answer. Acceptable responses include, but are not limited to: The passage states that only about 50% occur in the airfield environment. 49 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Migration occurs during these months. Birds feed in this area at this time. [4]

33 LIVING ENVIRONMENT continued 50 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Transpiration helps plants cool off on hot days. While transpiration is occurring, the stomates are open, allowing the exchange of important gases. 51 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to: oxygen water vapor carbon dioxide 52 [1] Allow 1 credit for guard cells. 53 [1] Allow 1 credit. Acceptable responses include, but are not limited to: If the shape of an enzyme changes, it may not function or it may function differently. Key activities may slow down or stop. The shape of an enzyme determines its function. 54 [1] Allow 1 credit. Acceptable responses include, but are not limited to: disease harsh winter food supply decreased predators Note: Do not accept death or they died without a corresponding cause. 55 [1] Allow 1 credit for female or egg or zw and supporting the answer. Acceptable responses include, but are not limited to: Female gametes have one of two different types of sex chromosomes. The egg may contain one of two different types of sex chromosomes. [5] [OVER]

34 LIVING ENVIRONMENT continued Part C 56 [4] Allow a maximum of 4 credits, allocated as follows: Allow 1 credit for stating the hypothesis the experiment will test. Acceptable responses include, but are not limited to: Rats that are given the drug will show an increase in BDNF in their brains. The drug affects memory formation in rats. Note: Do not allow credit for a hypothesis that is written in the form of a question. Allow 1 credit for describing how the control group will be treated differently from the experimental group. Acceptable responses include, but are not limited to: The control group will not get the drug; the experimental group will. The control group will get a placebo. Allow 1 credit for identifying two factors that must be kept the same in both the experimental and control groups. Acceptable responses include, but are not limited to: Both groups should have the same number of rats. rats of the same age kept in same conditions given the same food Allow 1 credit for identifying the dependent variable in the experiment. amount of BDNF found in their nerve tissue ability to form/store memories [6]

35 LIVING ENVIRONMENT continued 57 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The above average leg-strength trait would increase in frequency because the rabbits with the stronger legs would be more likely to get away from predators. 58 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The rabbits that do not have the stronger leg-strength trait will start to decrease in number. They might be eaten by predators. Note: Allow credit for an answer that is consistent with the student s response to question [1] Allow 1 credit. Acceptable responses include, but are not limited to: The frequency of the trait for above average leg strength might actually decrease because the poor eyesight might be more of a disadvantage than the leg strength is an advantage. Now it seems that the frequency will more likely decrease because they will not see well enough to get away. The frequency of the trait for above average leg strength will remain the same because the advantage will be canceled out by a disadvantage. 60 [2] Allow a maximum of 2 credits, allocated as follows: Allow 1 credit for identifying the genetic event that resulted in the original antibiotic resistance in some strains of bacteria. Acceptable responses include, but are not limited to: mutation a change in the DNA code Allow 1 credit for explaining how the overuse of antibiotics can increase bacterial resistance. Acceptable responses include, but are not limited to: Antibiotics kill only nonresistant strains. Resistant bacteria survive and reproduce. Overuse of antibiotics selects for resistant strains of bacteria. 61 [1] Allow 1 credit. Acceptable responses include, but are not limited to: better medical treatments better sanitation 62 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Human requirements for space, food, and resources often harm other species. As humans build more homes/roads/malls, animal habitats are destroyed. Increased population increases competition with other species for limited resources. [7] [OVER]

36 LIVING ENVIRONMENT continued 63 [5] Allow a maximum of 5 credits, allocated as follows: Allow 1 credit for identifying organelle as a mitochondrion. Allow 1 credit for stating the process this organelle performs. Acceptable responses include, but are not limited to: respiration aerobic respiration releases energy Note: Allow credit for an answer that is consistent with the student s response to the first bullet. Allow 1 credit for identifying the two raw materials needed for this process to occur. Acceptable responses include, but are not limited to: sugar/glucose oxygen (O 2 ) Note: Allow credit for an answer that is consistent with the student s response to the first bullet. Allow a maximum of 2 credits, 1 credit for identifying one molecule produced by this organelle and 1 credit for explaining why it is important to the organism. Acceptable responses include, but are not limited to: ATP This molecule makes energy available for life functions. Water This molecule is important for chemical reactions. CO 2 This is a waste product that needs to be removed to maintain homeostasis. Note: Allow credit for an answer that is consistent with the student s response to the first bullet. 64 [1] Allow 1 credit. Acceptable responses include, but are not limited to: As the amount of vegetation decreases, the number of wolves will also decrease. The wolves will eventually starve because the animals they eat (herbivores) have less food. The wolves will decrease because they have less food. [8]

37 LIVING ENVIRONMENT continued Part D 65 [1] Allow 1 credit for species A and B and for supporting the answer. Acceptable responses include, but are not limited to: They are most closely related because there is only one difference in the sequence. They have the most in common. 66 [1] Allow 1 credit. Acceptable responses include, but are not limited to: As she continued to use her hand, her muscles became fatigued. Wastes built up. ATP was used up. 67 [1] Allow 1 credit for diffusion or passive transport. 68 [1] Allow 1 credit. Acceptable responses include, but are not limited to: According to diagram 3, C should look different from A and B. The stem cross sections show that A, B, and C have similar stem structure, indicating that they are most likely closely related. Diagram 3 shows that only A and B are closely related. 69 [1] Allow 1 credit. Acceptable responses include, but are not limited to: A and B have the most bands in common [1] Allow 1 credit. Acceptable responses include, but are not limited to: DNA analysis is more reliable since the more similar the DNA, the closer the relationship. Organisms can have similar features, but the DNA coding for these features can be very different. DNA analysis might reveal the actual genetic makeup. [9] [OVER]

38 LIVING ENVIRONMENT concluded 72 [1] Allow 1 credit for labeling the locations of the cell wall and the cell membrane and cytoplasm on the diagram. Example of a 1-credit response: Cytoplasm Cell wall Cell membrane Microscope field of view Note: All three must be correctly labeled to receive this credit. 73 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Place saltwater solution on one side of the coverslip. Then draw the saltwater solution under the coverslip by placing a piece of paper towel on the opposite side. Place a drop of saltwater solution on one side of a coverslip and a paper towel on the other side. 74 [1] Allow 1 credit for showing that the membrane has pulled away from the cell wall. Example of a 1-credit response: Microscope field of view Note: Allow credit if the cell is correctly drawn but not shaded [10]

39 The Chart for Determining the Final Examination Score for the June 2010 Regents Examination in Living Environment will be posted on the Department s web site on Wednesday, June 16, Conversion charts provided for previous administrations of the Regents Examination in Living Environment must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [11] [OVER]

40 Map to Core Curriculum June 2010 Living Environment Standards Standard 1 Analysis, Inquiry and Design Part A 1 30 Question Numbers Part B Part B Key Idea 1 57,58,59 Key Idea 2 56 Key Idea ,47 Appendix A (Laboratory Checklist) Standard 4 Key Idea 1 1,2,3,4,5,6,8,23 32, Key Idea 2 7,9,12,16 34, Key Idea 3 10,11,13,14,21, Key Idea 4 15,17,18,19 40 Key Idea 5 20,22 50,51,52,53 63 Key Idea 6 24,25,29 35,36,39,41 61,62 Key Idea 7 26,27,30 42,43 44,45,48,49 Part C Part D Lab 1 65,68,69,70,71,75 Lab 2 66 Lab 3 76,77 Lab 5 67,72,73,74 Printed on Recycled Paper [12]